| (a) Introduction. (1) Communication is an integral part of our social, cultural, and academic lives; therefore, middle school students should develop effective communication skills to further their academic pursuits and to prepare for interaction in social, civic, and professional roles. Competent communicators develop skills focused on five identifiable functions of expressing and responding appropriately to feelings, participating in social traditions, informing, persuading, creating, and imagining. To become competent communicators, students will develop and apply skills in using oral language, nonverbal communication, and listening in interpersonal, group, academic, and public contexts. For middle school students whose first language is not English, the students' experiences with oral communication serve as a foundation for English language acquisition. (2) The essential knowledge and skills as well as the student expectations for Speech, an elective course, are described in subsection (b) of this section. (b) Knowledge and skills. (1) Understanding the communication process. The student demonstrates a knowledge of communication. The student is expected to: (A) recognize and explain the importance of communication in social, academic, civic, and professional roles; (B) identify the related components of the communication process; (C) identify standards of making communication choices considering appropriateness for self, listener, occasion, and task; (D) identify characteristics of oral language and analyze standards for using oral language appropriately; (E) identify the importance of using appropriate nonverbal communication; (F) identify and explain the components of listening process; (G) identify the kinds of listening and analyze skills related to each type; (H) analyze how perception of self and others affects communication; (I) analyze and develop techniques and strategies for building self-confidence and reducing communication apprehension; (J) identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture; and (K) explain the importance of assuming responsibility for communication decisions. (2) Expressing and responding. The student develops skills for expressing and responding appropriately in a variety of situations. The student is expected to: (A) use appropriate verbal and nonverbal communication skills in interpersonal situations; (B) use reflective empathic listening skills to respond appropriately in interpersonal situations; (C) explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations; (D) identify kinds of groups and analyze basic principles of group dynamics; (E) use appropriate communication skills in groups to make plans or accomplish goals; (F) use appropriate strategies for agreeing or disagreeing in interpersonal and group situations; and (G) prepare and present an oral statement on a topic of interest or concern. (3) Participating in social traditions. The student develops an understanding of social traditions. The student is expected to: (A) identify the importance of social traditions and ceremonies in various contexts and cultures; (B) communicate appropriately in a variety of interpersonal social traditions, including making and acknowledging introductions and giving and accepting praise and criticism; (C) employ parliamentary procedure in a group meeting; (D) use effective techniques to prepare, organize, and present a speech for a special occasion; and (E) use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media. (4) Informing. The student expresses and responds appropriately to informative messages. The student is expected to: (A) research ideas and topics to acquire accurate information from a variety of primary, secondary, and technological sources; (B) use appropriate communication skills to request, provide, and respond to information in interpersonal conversations; (C) use appropriate verbal, nonverbal, and listening skills in interviews; (D) use appropriate information and effective critical-thinking skills in group decision-making and problem-solving processes; (E) plan and present an informative group discussion for an audience; (F) plan, research, organize, prepare, and present an informative speech; (G) rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop confidence, and practice presentation skills; (H) use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches; (I) use effective verbal and nonverbal communication in presenting informative speeches; (J) apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches; and (K) develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes. (5) Persuading. The student expresses and responds appropriately to persuasive messages. The student is expected to: (A) recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional appeals; (B) respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and making or responding to requests; (C) plan, research, organize, prepare, and present a persuasive speech; (D) demonstrate persuasive skills in informal or formal argumentation, discussions, or debates; and (E) develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations. (6) Creating and imagining. The student uses imagination and creativity to prepare and perform various types of literature. The student is expected to: (A) use imagination to plan, organize, and tell stories; (B) use appropriate verbal and nonverbal skills to share stories; (C) select, analyze, adapt, interpret, and rehearse a variety of literary selections; (D) use effective group decision-making skills in group performances; (E) use appropriate verbal and nonverbal skills in individual or group interpretations of literature; and (F) use appreciative and critical-listening skills to respond appropriately to class, public, or media performances. |
